O uso da ferramenta "Pegada ecológica" na educação ambiental com alunos do 1º ano em ensino híbrido

• Ano de defesa: 2023
• Autor(a) principal: Rachel Vilani Silva Soares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; Programa de Pós-Graduação em Ensino de Biologia (Mestrado Profissional - PROF-BIO); UFMG
• Palavras-chave em Português: percepção ambiental; metodologia ativa; pegada ecológica.; Ensino - Biologia; Educação ambiental; Escola pública; Plano de aula; Instrumentos para a Gestão da Atividade Científica; Pesquisa científica
• Link de acesso: http://hdl.handle.net/1843/55421

The school plays a key role in contextualizing the world in which the student is inserted, making him or her envision their transformative role in the face of the various current problems of socio-environmental unsustainability. The present work developed environmental education activities in the context of a public school, with 1st year high school students. In order to promote environmental perception from a didactic sequence was used the environmental management tool - ecological footprint, using the pedagogical strategy "flipped classroom". Moreover, the didactic sequence presented an investigative bias, which developed in the students reflection and argumentation based on a scientific posture, facing the questions they answered during the course of the research. In this context, the application of environmental perception activities helped students to identify everyday attitudes to be rethought in order to promote changes in habits that contribute to the reduction of their own Ecological Footprint. The analysis of the results through categorization based on Laurence-Bardin's "Content Analysis" (1977) suggests a representation of a naturalistic environment by the students.